Lecture 6: emotion and social cognition Flashcards
Primary and secondary emotions
Primary emotions are triggered in response to an event and secondary emotions are more complex and interpretative emotions (jealousy, passion etc.)
BUT: emotions are culturally biased and depend on the cultures display rules of emotions.
Alternative approach to what emotions are (two-dimensional space for all emotions - Russell)
Overarching dimensions combine to form specific emotions depending on the:
- Valence: positive / negative colouring of emotions.
- Arousal: activity level.
- Dominance or relaxation / attention (less used).
Neurobiology of emotions
- Arousal is regulated in the brainstem.
- Cortical evaluation networks are located in the frontal lobe.
- The core or the emotional processing happens in the limbic system (Papez circuit before)
The amygdala as part of the limbic system (emotional processing)
- Has dense connections to the hypothalamus, thalamus, nucleus accumbens and other regions.
- Regulates emotional responses of fear, anxiety and aggression.
- Regulates emotional colouring of learning and memory.
- Important for decision-making.
- Stimulation of the amygdala leads to more aggressive and sexual behaviour in animals..
- Humans with lesions to the amygdala fail to show a fear response.
LeDoux’s two-route model
There are 2 ways of emotional processing:
1. Short route: direct, pre-attentive pathway that goes directly to the amygdala.
2. Long route: includes cognitive appraisal, frontal and temporal structures, potential for top-down regulation and learning.
Process model of emotion regulation
You first need to have attention for the situation, then you have to evaluate this cognitively to apply the right emotional response. This is a cycle that goes on and on to keep regulation your emotions to certain situations.
Re-appraisal is more effective than suppression!
Social cognition
The ability to understand and adapt to social situations (social competence). There are 3 stages to this:
1. Perception: recognising emotions.
2. Interpretation: assigning meaning.
3. Reaction: select the fitting behaviour.
SOCIAL-model (socio-cognitive integration of abilities
Model of social competence from a developmental perspective. Makes a distinction between actual abilities and what might affect them. You need the right brain development, integrity, internal factors, external factors, social skills etc. to function normally emotionally.
Disorders in social cognition
One or more of the 4 criteria:
1. Poor social perception
2. Impaired theory of mind
3. Reduced social behaviour
4. Abnormal social behaviour
(It should be distinguished from other impairment and core diagnostic criteria for bvFTD or ASD.)
Cognitive / social behaviours in frontotemporal dementia
- Communication problems: atypical speech development, lack of eye contact.
- Repetitive behaviour: flapping, spinning, head banging.
- Difficulty with changing routine.
- Altered sensory perception: overstimulation or focus on specific stimulation.
Sally-Anne test
Measures theory of mind in people with suspected autism.
FEEST
Facial expression of emotions test.
